[Katie Bagley]

I plan to be a practicing Sprouting Melodies provider with my agency. In the meantime, I am already using valuable songs and knowledge from this course to benefit my work with current clients on a pediatric palliative program. Some of these children have varying diagnoses of Autism, and I have found songs including “Gather Round” and many Bonding/Songs About My World to be very beneficial including in our sessions. Having the general SM format of a session to work off of has made me feel more confident in structuring my sessions.

[Katie Bagley]

At Roman Music Therapy, we have Meredith and 3-4 other certified Sprouting Melodies providers who run classes. I feel fortunate to be able to have these colleagues to bounce ideas off of, as well as share provider materials like handouts and informational material. In regards to sharing information with families, I am excited to use the pointers and facts I have learned in this course pertaining to childhood development, addressing them specifically during and after sessions to help educate and include parents. I have already talked to other friends and colleagues in our field, specifically working in early childhood, encouraging them to be a SM provider!

[Katie Bagley]

Some strategies I have learned to create opportunities for success for all participants include developmentally appropriate music and interventions. When working with a mixed group of ages, such as Family Sprouts groups, it is important to utilize engaging music for the older children, while not creating sensory overstimulation for the younger members. There is a balance, in which it is possible to use engaging songs with maybe less range of dynamics or timbre, to achieve a successful experience for all participants. Older children can also be great models and helpers for their younger siblings.

[Katie Bagley]

In becoming a Sprouting Melodies provider, I look forward to feeling confident in working with young children as a practicing music therapist. My career so far has been primarily based in other populations, though I have always been curious and excited for the possibility to lead children’s groups. Sprouting Melodies training has given me the knowledge and background in developmental stages, session planning and song categories, and techniques for success. I have fallen in love with the new songs, and greatly look forward to using them in SM groups.

[Katie Bagley]

I believe the key to differentiating music for development and skill building lies in continually pointing out developmental stages throughout week to week sessions. Before beginning this training, I was not entirely aware of the major stages of early childhood development/ musical development. By educating parents on an ongoing basis within sessions and interventions, they will be more likely to understand the difference in music for development versus skill. Both are important, and feed off of each other. When using music for skill building, we target specific actions or subjects (clapping, swimming, riding a bike, wearing a seatbelt, jumping, tying shoes) with direct songs. All of these add up and contribute to the larger picture, of music for development. The specific skill songs aid in achievement of developmental milestones, including crossing midline, socialization, language, counting, and more.

[Katie Bagley]

I have not yet encountered the situation of leading a group with a wide age range, though now understand how difficult it can be to bring developmentally appropriate activities. I have been leading a community music therapy group for children with developmental disabilities, which due to low enrollment, was combined with verbal and nonverbal participants. I believe this is a similar challenge, being presented with varying ability levels and trying to make goals equally challenging yet attainable for all involved. The Family Sprouts model was helpful to see methods in which to do this. I have found that it is possible to use most of the verbal interventions with my group, and modifying them on an individual basis to promote successful experiences for everyone. Those with increased ability levels can also act as models and helpers.

[Katie Bagley]

Five Words for Family Sprouts: Helpful, Cooperation, Inclusion, Sharing, Individuality

Five Words for Sprouting Melodies 3: Deliberate, Personality, Intentional, Strong, Independence, Control

Session Plan for Family Sprouts:
Greeting- I’m Glad You’re Here Today, Come and Join the Circle, Bonding- Jingle Up Jingle Down, Songs About Me- All of This Is Me, Instrument Songs-Music is the Way, Movement- I Can Move Around, Goodbye- Goodbye (with scarves), Thank You Very Much

Session Plan for Sprouting Melodies 3:
Greeting- Sit Down With Me, Bonding- My Brand New Friend, Swimming Together, Songs About Me- Where Is The Music?, Instrument Song- All Night All Day, Music Is The Way, Movement- Clickety Clack, Goodbye- Time To Go

[Katie Bagley]

I also feel that level of stimulation is very unique to each individual. It is our job, using our knowledge and training, to identify when stimulation has become to much and results in an overload of sensory experiences. For Sprouting Melodies classes, we are exposing participants to many varying sensory experiences to enhance development and exploration of their world. While it is a group experience, we need to be sensitive and observant of individual stimulation levels, and how to respond with what is best for everyone.

[Katie Bagley]

I currently use the Remo Kids Baby Maracas (perfect!), Basic Beat Toddler Maracas, the Orange/Green/Blue maracas in this video, Remo nesting drums, and individual color scarves. I also hope to purchase velcro jingle bells.

[Katie Bagley]

5 Words for Sprouting Melodies 2: 1) Explore 2) Surprise 3) Authentic 4) Anticipation 5) Engage

Parent Sentences:
1) If your child wants to go exploring the room and behind the corner, it is okay! This is a safe place, and it is great that your baby feels comfortable enough to leave for a bit!
2) While your baby is sitting on your lap facing the group, place your arms under and within theirs. This allows them to hold your outer arm, which helps with learning the clap motion.
3) To help your baby with jumping, make sure their feet are planting on the ground each time they bounce. This helps them feel a stronger, more organized sense of standing.
4) When we are shaking up high/low, it is okay if your child isn’t fully getting there- it is more about having choices and varied movements.
5) All of our instruments are cleaned between every group, but if your child has been mouthing the instruments, you can place them in the “Wash Me” bin so they are not exchanged within this group.

Potential Session Plan:
GATHERING/GREETING: Hello, Hey! Hey! Come and Play. BONDING: Hold On Tight. SONGS ABOUT ME: All Of This Is Me, Just Like Me. INSTRUMENT: Sit With Me And Shake, I Like This Song. MOVEMENT: I Can Move Around, March With My Baby (Keeping instruments) GOODBYE: Bye Bye Music Time Is Done, Thank You Very Much (While exiting)

[Katie Bagley]

I was very interested in hearing Meredith and Beth distinguish the role of music therapy in Sprouting Melodies. I had not yet thought about how the two are different (ie. no assessment, formal treatment plan, termination). I agree that it is important for board certified music therapists to be the facilitators of SM groups, for use of our training and knowledge in development and music therapy. I also find it important that as music therapists, we branch into community based settings (libraries, classes). This is an opportunity to engage the public in music therapy based experiences, without the possibly negative perspective that their child is in “therapy”. This also increases awareness of our profession, all the benefits it provides, and makes it all the more accessible.

[Katie Bagley]

All of my Early Childhood clinical experience has been with children older than 15 months. Apart from clinical music therapy, I have interacted with babies of relatives between 7-12 months old. This has only been a handful of times, so I am not well acquainted with this population of infants! Reading and learning in these weekly lessons about the awareness and trust stages has helped me more fully grasp what this age means for development.

[Katie Bagley]

5 Words to describe the music experiences in Sprouting Melodies 1: Gentle, Safe, Predictable, Absorbing, Familiar

5 Sentences:
1) You can help your baby hold the maraca by tickling it in the palm of their hand! Their reflex will be to close their grasp.
2) That was great, Emily just directed her gaze to the guitar! She is in the awareness stage of development and taking it all in.
3) When we use these scarves, try to keep 12-18 inches between it’s end and your baby. This is the best range for their vision, to allow them to see it.
4) If your baby has a startle response, it is a normal sign of awareness! Try elongating and smoothing your singing voice to make it flow with less abrupt breaks.
5) Your baby has a natural familiarity with the sound and timbre of your voice. By learning and singing these songs, they will be more comfortable and drawn to the music by hearing you!

Session Plan: GREETING & GATHERING- Good Morning, Today’s A Beautiful Day. BONDING- Row It Faster, Just Like Me (Using this “Song About Me” also for bonding purposes between caregiver and baby). INSTRUMENT- In My Little Hand, I Like This Song. MOVEMENT- As Big As Can Be. COOL DOWN- Where Is My Face (Another “Song About Me” with scarves for cool down). GOODBYE- Bye Bye Music Time Is Done

[Katie Bagley]

I currently work with pediatric palliative clients through a contract with a local hospice agency. These children are not typically developing, with diagnoses including Autism, Spinal Chord Injury, Global Development Delay, Cancer and Mitochondrial diseases. The most common need for these children’s families is a sense of support by knowledgable professionals. They want their child to have the opportunity to develop to their full potential in any and all domains possible. For a few certain clients I work with, their siblings often join in the sessions to promote shared experiences and family bonding. Often times, the client will teach songs and specifics to their typically functioning siblings. Parents take delight in seeing their 2 or 3 children, spanning ages and abilities, sharing in music making together.

[Katie Bagley]

I could not agree more with Kerry, above. The things I wrote down during the video included: knowledge in multiple fields including Music (Theory, Instrumentation, Acoustics, etc.), Psychology (Human Development, different psychological perspectives, Treatment Planning, Counseling), Neurology, Anatomy and others. We as Music Therapists also have experience working with numerous populations and domains. Our education, training and board certification gives us a qualified and very unique background to provide services to all of these populations, including young children and families. We can provide families with opportunities for bonding, learning, and happiness. We have the knowledge and opportunity to educate parents on the development of their children, including what to look for, and how to praise/recognize development that they may confuse as being “bored” or possibly not participating. I feel that parental education is a very important aspect for our work as early childhood music therapists, which ultimately engages parents and encourages them to value and appreciate our offerings.

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